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CHAPTER II
THEORITICAL FRAMEWORK
A. Phrasal Verbs
1. The Definition of Phrasal verb
Phrasal verb are combinations of verbs plus particles that regularly
occur together and usually have a meaning of their own different from that
of either of the components parts (Wishon and Burk, 1980: 319). It means
one of the characteristic of most English verbs is that they can be
combined with preposition or an adverbial particle to generate a new
meaning. The common name for such combinations is phrasal verbs,
although we often find that among English grammarians, they give
different names and definitions of such combinations.
Thomson and Martinet (1995: 315) state that in modern English it
is very usual to place preposition or adverbs after certain verbs so as to
obtain a variety meaning. It means the students can use phrasal verb to
daily communication. Phrasal verbs make conversation sounds
interesting and convenient to use. Without good achievement of phrasal
verb, one will find difficulties in speaking English smoothly and fluently
A preposition may combine with a verb to form a new vocabulary
item. This verbs preposition combination goes by several names two part
verbs, composite verbs, and phrasal verbs. The preposition adverb (or
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prepositional adverbs) or by the more general term “particle” (Frank:
1972: 172 – 173). The verbs in such situations are mostly one syllable
words; over the most common preposition are those denoting places ⎯in,
of, out, off, over, up, down,away, through, et.
(Heather Marie Kosur: 2012) state that phrasal verbs are a verb
form unique to Germanic languages like English that are formed by a verb
and one and more preposition. English phrasal verb may be intransitive,
non separable transitive, optionally separable transitive or obligatory
separable transitive
The verbs in such situations are mostly one syllable words; over
the most common preposition are those denoting places ⎯in, of, out, off,
over, up, down, away, through, etc.
We need not try to decide whether the combinations are verb +
preposition or verb + adverb, but should consider the expression as a
whole. The meaning of phrasal verb can sometimes be explained with a
one – word verb.
However, phrasal verbs are frequently used in informal spoken
English and if there is a one word verb equivalent, it is usually much more
formal in style (Hornby, 1998: A2).
Look at the following sentences:
- My neighbor dies.
- My neighbor passes away.
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Both dies and passes away have the same meaning, but they are
very different in style. Passes away is used in informal contexts and dies
in formal or technical contexts.
Based on the definitions above, the writer can conclude that the
phrasal verb is two or sometimes three words, which the first word is a
verb and it very usual to place preposition or adverbs or both of them after
it, it can be transitive, intransitive, separable and non separable. And it has
a meaning which is different from the original verb.
2. The Type of Phrasal Verbs
“Many English verbs can be followed by preposition or adverb
particle or both of them” (Swan in Practical English Usage). Hornby in
Oxford Advances Learner’s Dictionary, 1998 states, “phrasal verbs can be
transitive (they take an object) or intransitive (they have no object).
According to the statement, it can be concluding that the type of
phrasal verbs is:
1. Transitive Phrasal Verbs
Transitive phrasal verbs followed by an object.
a. Verb + preposition
He put out his hand to take knife.
(He moved out his hand)
b. Verb + adverb particle
She has to pay back her loan.
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(She has to return that has been borrowed)
c. Verb + adverb particle + preposition
You have to cut down on your weight.
(Reduce one’s consumption of fat)
2. Intransitive Phrasal Verb
Intransitive phrasal verbs are verbs not followed by an object.
a. Verb + preposition
We get up at five o’clock every morning.
(We rise from bed)
b. Verb + adverb particle
Did the monster get away?
(The monster escaped)
c. Verb + adverb particle + preposition
These scissors had been kept away from his children.
(These scissors had been avoid coming or going near)
3. The Structure of Phrasal Verb
(Heather Marie Kosur: 2012) stated that not only must English-
speaking and ESL students learn to recognize the form of phrasal verb but
such students must also learn the different forms of phrasal verb. The four
forms of phrasal verb in English are:
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1) Intransitive
Intransitive phrasal verbs are as defined as phrasal verb that cannot
or do not take objects. The prepositional functioning as particles
must directly follow the verb. For example:
a. What time did you get up? (arise)
b. Our neighbor recently passed away. (die)
c. My car broke down on the interstate. (malfunction)
2) Transitive
Transitive phrasal verbs are defined as phrasal verb that require
direct object and may also take indirect object. The preposition
functioning as a particle must also directly follow the verb in non
separable transitive phrasal verbs. For example:
a. You should bone up on English grammar (review)
b. He came across his missing sock in the dryer. (discover)
c. My mom dropped by my house this afternoon. (visit)
3) Optionally Separable transitive
Separable transitive phrasal verb also require object, but the
preposition functioning as particle can follow either the verb or the
direct object. For example:
a. The Dean will callthe meeting offdue to the weather.
(cancel)
b. Please hand this brochure outto new clients. (distribute)
c. My grandfather always mixes the cousins up. (confuse)
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d. Have you set the meeting up? (arrange)
4) Obligatorily separable
Optionally Separable transitive become obligatorily separable
when the direct object is in the form of a pronoun meaning. The
preposition functioning as particle must follow the pronoun
functioning as the direct object. For example:
a. Can you add the bill up? ↔ Can you add it up? (total)
b. The students looked up the word in the dictionary. ↔
The students looked it up in the dictionary. (Research)
4. Problems for Student on Phrasal verb
Murcia and Freeman (1999) mention that phrasal verbs are odd and
troublesome for learners as the existence of phrasal verb in languages is
very rare. As a result, some nonnative speakers often over use single word
verbs where a phrasal verb is more appropriate. For example, they say, “ I
arose early this morning.” Instead of “I got up early this morning”. Even
tough the formers is grammatical and meaningful, the letters is more
appropriate in spoken discourse.
Moreover, the meaning of many phrasal verbs is not transparent.
Therefore, it is not easy, and sometimes impossible, to interpret the
meaning of the verb by combining the meaning of each parts. These
phrasal verbs are said to be idiomatic, for example, chew out, tune out,
catch up, and put off.
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B. TRANSLATION
1. Definition of Translation
According to Newmark in Approaches to Translation (1987:7),
translation is a craft consisting in the attempt to replace a written message or
statement in one language by the same message or statement in another
language. Translation process covers replacing, reproducing, transferring
message from the source language text material into the target language
equivalence in such a way that the reader retains the meaning and the style.
Translation is regarded as a field of research that needs a skill to
practice. A process of translation is a related to the term of source language
(SL) and target language (TL). The main skill to practice translation is the
ability to process the data or information I source language then transfer
them into target language. Translation is the replacement of textual material
in one language (SL) by equivalence textual material in another language
(TL).
Another definition of translation in stated by Nida and Taber (1982:12)
that translating consists in reproducing in the receptor language that closest
natural equivalent of the source language message, first in the term of
meaning and secondly in the term of style.
De Maar in Widyamartaya (2000:15) shows three steps in translating as
follows:
a. Reading and understanding the passage.
b. Absorbing all the meaning and make it ours.
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c. Re-expressing in our language style with the least changes on the
meaning or tone.
From the definition above, it can be conclude that basically translation
is transferring the meaning from one text into another text with the
change of the forms. Here, the form of SL is replaced by the form of
TL
2. Types of Translation
Catford in Hadisubroto (2005:14) makes three main types of translation;
those are word-for-word translation, literal translation, and free translation.
a. Word-for-word Translation
This type is used by someone to look for word-for-word
equivalences from the text of the source language into the target
language.
b. Literal Translation
Catford (1965:25) stated thet literal translation is a word-for-word
translation which follows closely the form of the source language.
This type is started from word-for-word translation and than made
changes in conformity with the target language grammar.
Literal translation is a translation where the form of the original are
retained as much as possible, even those forms are not the most
natural forms to preserve the original meaning.
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c. Free translation
A free translation is always un bounded-equivalences shunt up and
down the rank scale, but lend to be at higher rank-sometimes
between larger units than the sentences. The translation must be
able to make the meaning and the structure interpretation of the
source language and than it is expressed into the target language in
different structure but still has the same content. This free
translation is usually used to translate literal works.
3. Process of Translating
Nida and Taber (1982:33) in their book The Theory and Practice of
Translation say that the process of the translation is a succession that is
done by a translator when he/she receives the message of the resource
language and translate it into target language. The process of translation
consists as follows:
a. Analysis of Source Language Test
Every translation activity starts by analyzing the source language text,
because the translator always meets the source language at the first
time. To know the message of the source language, the translator must
read it, and then the translator will understand the text content. The
analysis of source language covers many aspects like sentences,
clauses, phrases, and words. The other purpose is to help the translator
to change the complex sentence into the simple sentence.
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b. The Transference of Message
After the translator understands the meaning and the structure of the
source language text, they can catch the content message. The next
step is to transfer the content, the meaning, and the message of the
source language into the target language. In this step, the translator
must find the meaning of source language words.
c. Restructuring
Restructurisationis the process of transforming the source language
message into a proper stylist from in the target language (Kridalaksana
in Nababan, 1997:19), so in this step, the translator must pay attention
to the language style in order to fix the language style that is
appropriate with the text type, and they also must consider to whom
the translation is made.
The diagram as follows:
Source Language
(1) Analysis
(2) Transfer
(3) Restructuring
Receptor
Language
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From the process above, it can be seen that there are tree stages in
the process of translation, which should be followed by the
translator.
4.Problem of Translation
Every language s own system. One language may have different
system as compared to another language. The difference often cause
difficulties and even may create misunderstanding if in translating them,
the translator does not know the system or structure of the source
language.
Then, the translator will deal with many problems of meaning,
such as lexical meaning, grammatical meaning, contextual meaning,
textual meaning, and socio-cultural meaning.
a. Lexical Meaning
Lexical meaning is a meaning which is mentioned in the
dictionary. Kridalaksana (in Nababan, 2003:48) says that lexical meaning
of words is out of the context. For example, the English word “bad” may
mean jahat, buruk, jelek, susah, tidakenak and busuk in Indonesian.
b. Grammatical Meaning
Grammatical meaning is the relationship of the parts of language in
the wider units, for example the relationship between word and the other
word in a phrase or clause.
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Example: They can the fish.
(can means “memasukamdalamkaleng” and function as a
predicate)
He kicked the can hard
(can means “kaleng” and functions as an object)
c. Contextual Meaning
Contextual meaning is the relationship between the utterances and
the situation where the utterances are used. In other words, contextual
meaning is a meaning that is correlated with the situations where the
language is used.
Example: “good morning!”
The utterance might have two meanings, the first meaning is
“selamatpagi”, but it can mean “keluar” if it is said by a leader to the
officers who come late.
d. Textual Meaning
Textual meaning is related to the context of a text (Nababan,
2003:50). It is found in a discourse or a text. For example, the word
“morphology” in the science of Biology means “the scientific study of the
form and structure of animal and plants”, whereas in Linguistic, the word
means “study of the morphemes of a language and how they are combined
to make words.”
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e. Socio-cultural meaning
Socio-cultural meaning is which is closely related to the social
situation, and cultural background of the language users (Nababan,
2013:50).
5. Factors Causing the Error in Translation
Every language, SL and TL do not have the same words, which
refer to object or references. The differences of the system are also known
by the differences of the structure either of word, phrase, or sentences.
According to Tarigan (1995:56) there are some factors causing the
error in translation as follows:
1. The differences of the system between source language and
target language.
Every language in this world has different system. We can see
the difference of these systems from syntagmatic elements,
lexical items, and morphemes as the parameter.
The error of structure and grammar will make the readers
confused whether the translation have been transferred
correctly from SL into TL or not..
2. The complexity of style
The complexity of style is one factor that makes the translation
difficult to be done. Literally text, poetry, prose, and drama are
written by using the style is different from scientific text like in
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a research report. Due to the differences of SL and TL culture,
language used by both languages will be different.
3. The ability of translator
The translator is the main player in the process of translation,
and his ability becomes decisive factor to determine whether
his translation is right or not. If the translator has sufficient
ability in translation, the problems that arisw will be handled
easily.
Widyamartaya (1989:38) in
SeniMenerjemahkanstates that to be able to make a good
translation, a translator should have the following criteria:
a. Mastering both the SL and TL,
b. Understanding the material that will be translated,
c. Being able to write well and clearly in various
styles,
d. Being careful in paying attention on the elements of
translation,
e. Being experienced in interpreting things,
f. Being accustomed to consulting with experts.
Based on the explanation above, there are some problems that will
be discussed in this research. Once, the level ability of the students’ in
translating phrasal verb, secondly, analyze the problems faced by students’
in translating phrasal verb.
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C. Error Analysis
Before analyzing the errors made by students, a teacher must
differentiate the differences between error and mistake. A mistake refers to a
performance error that is either a random guess or slip, in that failure to use a
known system correctly (Sujoko, 1998:5)
According to Trigan (1995:85), there are two types of error namely
interlanguage error and interlingual error.
1. Interlanguage error is errors that are caused by the inference of mother
tongue (L1) to target language being learned. They are also known as
the contrastive analysis concept or L1 dependent errors. It deals with
the inference between L1 and L2 including phonology, morphology,
syntax, vocabulary, and structure.
2. Intralingual error is error that caused by the students difficulties in
learning the TL itself. Here, there are no inferences of mother tongue
to TL. So, this is called independent L1 error.
The causal of intra lingual errors are:
a. Overgeneralization
Overgeneralization covers instance where the learner creates a
deviant structure on the basis of this experience of other
structure in the target language.
b. Ignorance ofrule restriction is application of rules to the
inappropriate context (Richard, 1971; Tarigan : 86). In this
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case the students usually made mistake by dropping or adding
unnecessary omission or addition.
c. Incomplete application of rules is deviation of grammar with
describes the development level of rules which are needed to
produce acceptable.
d. False concept hypothesized: errors which are caused by the
incorrect insight on the differences in target language itself.
All problem of error made by the learners should be analyzed
accurately to find out the problem solving. The study of error is called
“Error Analysis”. The function of the error analysis is useful for both the
teacher and learner of target language and it also gives information to the
teachers about the process of acquiring of foreign language.
According to Nababan and Utari (1993:135), there are six
procedures of error analysis, namely:
1. Identifying errors
In this case, the teacher has to be sensitive in recognizing the
erroneous from the learners.
2. Describing errors
On the global level, error can be described as errors in addition,
omission, substitution and ordering following standard mathematical
categories.
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3. Reconstructions errors
In the third step, a teacher should rearrange the erroneous sentence
made by the learners so as to express students aim.
4. Clarifying errors
A teacher should look for the casual factor of errors of the categories
of error.
5. Evaluating errors
A teacher should make remedial exercises.
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